Search results for "Developmental language disorder"
showing 8 items of 8 documents
Left hemisphere enhancement of auditory activation in language impaired children
2019
| openaire: EC/H2020/641652/EU//ChildBrain Specific language impairment (SLI) is a developmental disorder linked to deficient auditory processing. In this magnetoencephalography (MEG) study we investigated a specific prolonged auditory response (N250m) that has been reported predominantly in children and is associated with level of language skills. We recorded auditory responses evoked by sine-wave tones presented alternately to the right and left ear of 9–10-year-old children with SLI (n = 10) and children with typical language development (n = 10). Source analysis was used to isolate the N250m response in the left and right hemisphere. In children with language impairment left-hemisphere …
GESTURES AS A COMMUNICATION FEATURE IN CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER
2019
Gestures as non-verbal communication allow us to express our attitude, emotional state, and it functions unconsciously. The verbal communication appears in the life of a child about 2 years of age and gradually replaces the non-verbal communication. However, children with DLD (Developmental Language Disorder) at the age of 3 and more do not speak or speak using separate sounds and combinations of sounds in their speech and use gestures broadly; it helps them to communicate with others. The aim of the article is to explore what kind of gestures as non-verbal communication are used by children with DLD in order to communicate with peers and adults. Based on the scientific literature of the re…
Sprachentwicklungsstörungen bei Kindern
2009
Wesentliche Voraussetzung für eine ungestörte Kindesentwicklung ist ein regelrechter Spracherwerb. Sprachentwicklungsstörungen (SES) im Kindesalter sind häufig. Für spezifische (isolierte) Sprachentwicklungsstörungen liegt die Prävalenz bei 6 – 8 %; hinzukommen SES, die mit anderen Störungen assoziiert sind. Da flächendeckende Sprachstandserfassungen im Kindergartenalter, die Kinder mit einem SES-Verdacht einer Diagnostik zuführen sollen, auch in Deutschland in den Blickpunkt rücken und eine erhebliche Unsicherheit in der Diagnosestellung von SES und der Verordnungspraxis für Sprachtherapie besteht, sollen die hier in gekürzter Form vorgestellten, überarbeiteten AWMF-Leitlinien der Deutsch…
Understanding developmental language disorder-The Helsinki longitudinal SLI study (HelSLI): A study protocol
2018
Background Developmental language disorder (DLD, also called specific language impairment, SLI) is a common developmental disorder comprising the largest disability group in pre-school-aged children. Approximately 7% of the population is expected to have developmental language difficulties. However, the specific etiological factors leading to DLD are not yet known and even the typical linguistic features appear to vary by language. We present here a project that investigates DLD at multiple levels of analysis and aims to make the reliable prediction and early identification of the difficulties possible. Following the multiple deficit model of developmental disorders, we investigate the DLD …
School-entry language outcomes in late talkers with and without a family risk of dyslexia.
2020
Children with familial risk (FR) of dyslexia and children with early language delay are known to be at risk for later language and literacy difficulties. However, research addressing long‐term outcomes in children with both risk factors is scarce. This study tracked FR and No‐FR children identified as late talkers at 2 years of age and reports development from 4;6 through 6 years. We examined the possible effects of FR‐status and late talking (LT) status, respectively, on language skills at school entry, and whether FR‐status moderated the associations between 4;6‐year and 6‐year language scores. Results indicated an effect of LT status on language at both ages, while FR status affected lan…
Habilidades matemáticas tempranas en niños chilenos con Trastorno del Desarrollo del Lenguaje: Un estudio comparativo
2021
En las últimas décadas se ha incrementado el interés de las investigaciones respecto a las dificultades académicas que presentan los niños con Trastorno del Desarrollo del Lenguaje (TDL). No obstante, su relación con las habilidades matemáticas es una de las menos estudiadas. El objetivo de este estudio consistió en determinar si existen diferencias relevantes entre las habilidades matemáticas tempranas de niños con TDL y con desarrollo típico (DT). Participaron 78 niños de 4 a 7 años 11 meses de edad, pertenecientes a colegios con programas de integración escolar de Santiago de Chile. Se conformó un grupo de 44 niños con TDL y un grupo de 34 con DT. Se establecieron comparaciones del rendi…
Tracking Changes in Frontal Lobe Hemodynamic Response in Individual Adults With Developmental Language Disorder Following HD tDCS Enhanced Phonologic…
2020
Background: Current research suggests a neurobiological marker of developmental language disorder (DLD) in adolescents and young adults may be an atypical neural profile coupled with behavioral performance that overlaps with that of normal controls. Although many imaging techniques are not suitable for the study of speech and language processing in DLD populations, fNIRS may be a viable option. In this study we asked if fNIRS can be used to identify atypical cortical activation patterns in individual adults with DLD and track potential changes in cortical activation patterns following a phonological working memory training protocol enhanced with anodal HD tDCS stimulation to the presuppleme…
The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD
2020
Abstract Background: Many children with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) or developmental language disorder (DLD) have difficulty recognizing and understanding emotions. However, the reasons for these difficulties are currently not well understood. Aims: To compare the emotion recognition skills of children with neurodevelopmental disorders as well as those children’s skills with the skills of their typically developing (TD) age peers. Also, to identify the role of underlying factors in predicting emotion recognition skills. Methods & Procedures: The 6–10‐year‐old children (n = 50) who participated in th…